IMPROVING PRONUNCIATION OUTCOMES IN NEW ENGLISH LEARNERS

Abstract

This article examines the factors influencing pronunciation development among learners of English as a foreign language (EFL). It investigates learners’ confidence levels, common pronunciation challenges, preferred learning strategies, and the effectiveness of various instructional approaches. Effective pronunciation instruction emphasizes both segmental and suprasegmental features, promoting consistent practice and active learner engagement to facilitate the development of clear and intelligible speech